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Curriculum for the 21st Century

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Curriculum for the 21st Century Curriculum Changes for the UASOM at UAB Curriculum for the 21st Century Years 1-2 (Pre-Clerkship) Modular integrated/organ based ... – PowerPoint PPT presentation

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Title: Curriculum for the 21st Century


1
Curriculum for the 21st Century
  • Curriculum Changes for the UASOM at UAB

2
Curriculum for the 21st Century
  • Years 1-2 (Pre-Clerkship)
  • Modular integrated/organ based
  • Concept driven
  • Adult/active learning
  • Year 3 Clerkships
  • Will begin earlier
  • Structure and organization to be reviewed
  • Continue themes
  • Mandatory Scholarly Activity (expanded definition
    of scholarship)
  • Three months
  • Review committee
  • Year 4
  • Reevaluate all current 4th year requirements
  • Pre-residency prep course
  • Teaching /basic science

3
Guiding Principles of the Curriculum
  • Student Centered, Active Learning, Application
    Based
  • Based on Problem Solving
  • Based on SOM Goals and Objectives
  • Learning facilitated through clinical context
  • Integration of modules with interdepartmental
    approach
  • Appreciation of evidence as the basis for medical
    decision making
  • Appreciation of investigation as a component of
    medical practice and learning
  • Integration of Important Themes
  • Use of evaluation methods appropriate to assess
    different goal and objectives

4
Pre-Clerkship Phase
  • Modules including
  • Patient, Society and Doctor
  • Fundamentals 1 (biochemistry, genetics,cell
    biology, physiology)
  • Fundamentals 2 (pathology, pharmacology,
    microbiology, immunology)
  • 8 organ-based modules
  • 3 weeks of Special Topics
  • Blend of instructional modalities and assessments
  • Interdisciplinary and integrated in instruction
    and assessment
  • Modules are not departmentally controlled and are
    responsible to the MEC

5
Clerkship Phase
  • Current Core Clerkships to be reviewed for needed
    changes
  • Start 2 months earlier than current July 1 start
    date
  • Opportunity for us to consider innovation
  • Themes will continue in longitudinal fashion

6
Scholarly Activity Phase
  • Scholarship as defined broadly as in faculty
    promotion
  • 12 weeks of an approved scholarly activity
  • Required for graduation
  • Appropriately mentored and supervised
  • Defined final product for each experience
  • Review and oversight by a faculty panel

7
Pre-residency Phase (4th Year)
  • Preparation for next phase of training
  • Individualized for each student and approved by a
    recognized faculty advisor
  • Include current acting internships and electives
  • Re-introduce basic sciences/teaching to students
  • Include a required residency prep course for
    final skills to enable successful transition as a
    functional resident

8
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10
Module Directors Pre-clerkship coordinator JHS
Pete Anderson Pre-clerkship coordinator Clinical
Nat Robin PDS Alice Goepfert (OB)
aliceg_at_uab.edu Fundamentals 1 Laura Cotlin
(Cell Bio) lcotlin_at_mail.ad.uab.edu Nat Robin
(Gen) nrobin_at_genetics.uab.edu Fundamentals
2 Peter Anderson (Path) pga_at_uab.edu
Clinical Ken Waites (Path) waites_at_path.uab.edu
Intro to Organs Erik Schwiebert (Phys)
issytman_at_uab.edu Clinical Nancy Tofil (Peds)
ntofil_at_peds.uab.edu Cardiovascular Silvio
Litovsky (Path) slitovsk_at_uab.edu Clinical Barry
Rayburn (IM) brayburn_at_uab.edu Pulmonary Bruce
Alexander (Path) cba_at_uab.edu Clinical Kevin
Leon, MD (IM) kleon_at_uab.edu Renal Mark
Bevensee (Phys) tr7o7de_at_uab.edu Clinical Ivan
Maya (IM) imaya_at_uab.edu
11
GI Cathy Fuller (Phys) cfuller_at_uab.edu
Clinical Douglas Heimburger (Nutrition)
dheimbur_at_uab.edu MS/Skin Marcas Bamman (Phys)
mbamman_at_uab.edu Clinical W. Winn Chatham
(IM)/Catherine Lucas (Derm) wchatham_at_uab.edu /
ctoms_at_uab.edu Neuroscience Robin Lester
(Neurobiol) nicotine_at_uab.edu Clinical Tony
Nicholas (Neuro) nicholas_at_uab.edu Richard
Powers (Path) repowers_at_uab.edu Hal Thurstin
(Psych) hadrian_at_uab.edu Heme/Onc Vishnu Reddy
(Path) vreddy_at_uab.edu Clinical Kimberly Whelan
(Peds) kwhelan_at_peds.uab.edu Endo Shawn Galin
(Phys) galin_at_uab.edu Clinical Hussein
Abdul-Latif (Peds) habdullatif_at_peds.uab.edu
Repro Mike Conner (Path) mgconner_at_uab.edu
Clinical Todd Jenkins (OB) aliceg_at_uab.edu
Integr/USMLE Erik Schwiebert (Phys) and Nancy
Tofil (Peds) Nancy Hinson nhinson_at_uab.edu
12
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13
Timing and Duration of Modules Year 1
14
Timing and Duration of Modules Year 2
15
New Curriculum Key Differences
  • No more than 24 (20 is better) hours per week of
    student contact
  • lt50 lectures
  • Includes ICM, Themes, small groups, labs,
    independent learning modules
  • Anatomy
  • Radiology, pro-sections, surgical anatomy
  • Grades lt50 MCQ
  • Professionalism
  • Projects
  • Presentation/preparation/team work
  • Class time 10AM to 3PM (MSTP have CMB 8-10 AM)
  • Small group/Lab times can vary
  • ICM usually 3-5 PM 1-2 times per weeks

16
Pedagogy
  • Goals and objectives for each contact with
    student (What is the expected outcome)
  • Core Competencies School wide Goals and
    objectives, ACGME
  • Identify themes with ATWG
  • Identify Special Topics - request to the faculty
    (scholars week format)

17
Pedagogy
  • Integration of material within and between
    modules
  • Students will be responsible for everything that
    came before (could be testable in context of
    current module)
  • Students expected to prepare for concept based
    sessions
  • Module teams (directors and clinical
    co-directors) need to direct student preparation
    (text book reading, journal articles, web based
    learning).
  • Ultimate goal could be to develop a series of
    paper or computer families who students follow
    through the curriculum. Issues of prevention,
    diagnosis, treatment, compliance, culture,
    compliance and disease mechanism can be addressed
    by problems which develop based on the current
    module.
  • Integration of clinical skills and themes / PDS
    topics into each module.

18
Pedagogy
  • Instructional Methods
  • Lecture
  • Clinical correlations
  • Discussion Groups
  • Small Groups
  • Problem based learning
  • Independent learning
  • Computer based
  • Other

19
  • Module Structure
  • Normal development
  • Normal processes
  • Abnormal processes
  • Diagnosis, therapeutics and disease management
  • Epidemiology and evidence-based medicine
  • Prevention and nutrition
  • Societal impact

20
Each module should be organized as
follows Functional Anatomy and Structure
(Imaging (Radiology) Gross Anatomy and Surgery)
Embryology and Post-natal Development
(Embryology, Pediatrics) Microscopic Anatomy
(Histology and Pathology) Normal Organ function
(Physiology, cell biology, biochemistry,
genetics, nutrition) Organ Pathology,
Pathophysiology and Pharmacotherapeutics
(Pathology, Oncology, Microbes, Immunology,
Nutrition problems, toxicology, environmental
factors, treatment, Genetics of
disease) Prevention of disease - nutrition,
toxin exposure (e.g., cigarettes, alcohol),
environment (e.g. sedentary vs. active
lifestyle). Treatment of disease. Surgical
(anatomy) and pharmacologic. Aging changes in
system over the life cycle. Impact
(Epidemiology, Sociology/Society, Public
Health) Clinical history and physical examination
21
Instructional Topic Template Title of Session
_______________________________ Course
________________________________ Discipline
(anatomy, biochemistry, pathology, physiology,
ect)_____________ Class Type (Lecture, Small
group discussion, lab, clinical encounter)
__________ Presenter ____________ Professional
attire required Y_____ N______ Equipment
required (Stethoscope, computer
etc)___________ Vocabulary or key words presented
in session or describing session
___________ ____________ ___________ _________
__ ____________ ___________ ___________ _____
_______ ___________ ___________ ____________ _
__________ ___________ ____________ ___________
Objectives or Key teaching points (At the end
of this session the student will state,
describe, contrast, list, demonstrate,
distinguish, calculate, compare, review,
characterize, perform, solicit, explain,
correlate, determine, recognize, discuss,
practice, identify) _____________________________
__________ _______________________________________
_______________________________________ _________
______________________________ ___________________
____________________ _____________________________
__________
22
Instructional Topic Template Materials or
Activities PowerPoint presentation Previous
transcripts or notes Textbook reading Web based
resources Description of Activity Required
Preparation Textbook chapters Journal
articles Web based material Hand
outs Other Independent learning Web
sites Journal articles Team based learning
projects Projects Other
23
MedEdportal AAMC resource of online computer
modules (searchable by topic or browse)
http//services.aamc.org/jsp/mededportal/goLinkPa
ge.do?linkhome Health Education Asset Library
(National Library of Medicine searchable
resources) http//www.healcentral.org Anatomy
TV through Lister Hill Library http//www.anatomy.
tv/home.aspx
24
Evaluation/Assessment
  • Number and timing of exams (formative /summative)
  • Work with A/T WG
  • ACGME tool box (think outside of MCQ)
  • MCQ (local or NBME customized) lt50 MCQ
  • NBME type with clinical stem
  • Avoid factoid questions
  • Projects
  • Small group participation and performance
  • Problem sets
  • Computer exercises
  • Professionalism/Communication/Team work (SBP)
  • Use of resources/Information (PBL)

25
New Curriculum
  • ACGME 6 Core Competencies
  • Competency 1 Patient Care.
  • Competency 2 - Medical Knowledge.
  • Competency 3 Interpersonal and Communications
    Skills.
  • Competency 4 Practice-based Learning and
    Improvement.
  • Competency 5 Professionalism.
  • Competency 6 - Systems-Based Practice.

26
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DISCIPLINES
Competencies and disciplines
29
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31
Adult Learning
  • Focus is on student learning not teaching
  • Needs of the student rather than ease of
    presentation
  • Active learning
  • Interactive (Audience response systems)
  • Problem based
  • Case based
  • Practical
  • Applicable
  • New ways to make large groups interactive
    (consultant)
  • Self Directed
  • Use prior skills or knowledge of the learner
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